Browsing Instructional Resources by Subject "Assessment"

Schultz, Dennis
2010-03-10T03:41:41Z
2010-03-10T03:41:41Z
2010-03-09
http://hdl.handle.net/1794/10253
THE GOAL: In partnership with Philomath SD, LBLESD will implement a two-year research‐based plan to develop and enhance the instructional leadership skills of administrators and building leaders as it relates to effective use of data for school improvement.
THE GOAL: In partnership with Philomath SD, LBLESD will implement a two-year research‐based plan to develop and enhance the instructional leadership skills of administrators and building leaders as it relates to effective use of data for school improvement.
en_US
Elementary education
Education, Elementary
Middle school education
High school
Secondary education
Education, Secondary
Oregon Data Project
Assessment
Professional learning communities
Data driven decision making
Data-based decision making
Accelerating Assessment Practices: Every Kid Ready
Plan or blueprint

Krankowski, Ed
2011-04-22T18:20:46Z
2011-04-22T18:20:46Z
2011
http://hdl.handle.net/1794/11109
Goal: Through research and a pilot study, CSD selected the Running Record with miscue analysis (Meaning, Structure, and Syntax) as its tool for progress monitoring. The major purpose is to embed a formative assessment system into instructional delivery allowing teachers to adjust immediately to student need. The ultimate goal is to help students build balanced cueing systems when reading to accelerate achievement.
en_US
Assessment
Literacy framework
K-12
Building a Comprehensive Assessment System
Plan or blueprint

Tidwell, Amy
2011-04-22T18:19:54Z
2011-04-22T18:19:54Z
2011
http://hdl.handle.net/1794/11108
Goal: To create a schedule that will allow Title 1 supports to move to Tier 3 intervention for students below the 20th percentile on district and state assessments in reading.
Goal: To create a schedule that will allow Title 1 supports to move to Tier 3 intervention for students below the 20th percentile on district and state assessments in reading.
en_US
RTI
Scheduling
Assessment
Elementary education
Education, Elementary
Creating an Elementary Schedule for Academic Interventions
Plan or blueprint

Holler, Reno
2010-01-26T11:39:01Z
2010-01-26T11:39:01Z
2009
http://hdl.handle.net/1794/10127
Many would agree that communication between the school and home is crucial to a child’s success. It is through these exchanges of information that most parents find out about programs, nighttime activities, school events and functions and their child’s progress concerning grades and development. The question is, if communication is so important, then why do most school use the most expensive, labor intensive and untimely manner to contact student families? If a typical school year is thirty-six weeks long and the first progress report goes out at week nine, then the student could have been potentially failing 25% of the course material before the family is even made aware of their child’s poor academic standing. Depending on the material being taught, some would say that it would be too late for the child to remediate their grade. There are faster, less expensive modes for reaching out to parents, such as the Easy Grade Pro (EGP) software, which serves students, parents, teachers and administrators by increasing communication between parents and the school, primarily through daily or weekly e-mail. This plan considers whether through the sending of frequent e-report cards, there will be an increase in parental satisfaction with communication levels.
en_US
High school
Education, Secondary
Secondary education
Assessment
Parent
Parental involvement
Easy Grade Pro
Grading programs
Software
Grades
Communication in education
Families
Families
Easy Grade Pro: Frequent and Early Assessment Combined with Increased Parent Communication
Plan or blueprint

Burrows, Peter L., 1970-
2010-01-17T20:52:31Z
2010-01-17T20:52:31Z
2009
http://hdl.handle.net/1794/10095
Develop an RtI model with assessments that will substantially increase the number of students meeting the proficiency requirements for the Oregon diploma, which mandates that students pass OAKS reading and writing tests to earn a diploma.
en_US
RTI
Oregon diploma
Assessment
Reading
Writing
Literacy
RTI
High school
Literacy Leadership: The Beginnings of a Comprehensive Literacy Program
Plan or blueprint

Cardiff, Candace
2011-04-22T18:06:09Z
2011-04-22T18:06:09Z
2011
http://hdl.handle.net/1794/11101
Goal: Research shows a relationship of student success through interventions that are based on formative data designed to give feedback to teachers, parents, school leaders, and students.
These systems of feedback are structured to provide coherence that allows intervention, assessments, and actuation to take place. School districts, teachers, and students can use quantitative and qualitative data to make changes in teaching
policies and learning outcomes
en_US
DDIS
Assessment
Data
Formative assessment
Summative assessment
K-12
School and Student Data-Driven Structured Assessment
Plan or blueprint